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This paper provides a guide on how to implement the SIOP lesson plan for Literary Arts at the 5th grade reading level, which can be found at the end of this paper. The lesson is designed with consideration for language acquisition stages and focuses on reading, analyzing, and interpreting literature. It aligns with Pennsylvania State Academic Standards by requiring students to compare literary elements like characters, setting, plot, theme, and point of view across texts. Language objectives are derived from Pennsylvania Standard Aligned Systems and include using language effectively in group settings to communicate information, identifying key literary elements, retelling stories with vocabulary guides, and defining new vocabulary using context clues.
The upcoming lesson will center on the novel "Shades of Gray" by Carolyn Reeder, set during the Civil War and following a twelve-year-old boy.
The teacher must first gauge students' grasp of this historical period to prepare for the lesson.
Utilizing visual aids like a map from 1865 can illustrate the divide between the North and South.
Through group discussions and teacher demonstrations, key concepts including character(s), setting, plot, theme, and point of view will be introduced, with students encouraged to use dictionaries and computers for additional research.
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The instructor will provide examples related to these crucial vocabulary terms to enhance understanding.
During the Beginning or “pre-production” stage of language acquisition, students have limited comprehension of written or oral language. To help these students, teachers should offer plenty of listening opportunities. This can be achieved through activities like using taped text, reading aloud during group instruction, and pairing students with native English speakers or those in the advanced stage of language acquisition.
The "Move It" strategy can also be helpful in reviewing passages for comprehension, as it involves using signals for student interaction, such as hand signals for yes/no, true/false, and levels of understanding (Vogt & Echevarria, 2008).
During the initial or "early production" phase, students may have limited understanding of English but can provide short oral responses using one or two words.
In this stage, teachers can use images related to the text or the Civil War era for students to label and arrange in sequence to gauge their comprehension. Additionally, teachers may have students create their own illustrations of characters and settings. It is recommended that teachers refer to maps while reading the text. Verbal scaffolding techniques, such as think alouds, paraphrasing, repetition, clear pronunciation, and frequent review of context-specific vocabulary, can be useful for students in this stage. (Vogt & Echevarria, 2008)
During the "early speech emergence" stage, English Language Learners can speak simple sentences and comprehend both oral and written information effectively. They are able to answer open-ended questions and should be encouraged by teachers to write about their personal experiences in relation to the story, connecting it to their own lives. This phase is ideal for using personal dictionaries and adapted texts. Students will receive a larger font size photocopy of the text to highlight new vocabulary words and make notes in the margins. Using their personal dictionary, students will document new vocabulary words along with definitions, synonyms, and a simple sentence utilizing the word. They may also include images to help remember the meaning of the word.
During the Intermediate stage of language acquisition, English Language Learners possess some ability to communicate basic ideas. It is crucial to keep building their sight word vocabulary at this stage. Before diving into any assigned reading, it is essential for the teacher to demonstrate how to identify unfamiliar words in the text and decipher their meanings using contextual hints. Journaling remains a vital aspect of learning at any stage, but it is particularly important in the Intermediate stage as it allows students to practice constructing grammatically correct sentences.
To maintain the Civil War Era theme in the classroom, the teacher can invite a re-enactor from that time period to bring in visuals of clothing, reading material, food, and pictures. Students can use tea stained paper to write letters home to family members, expressing their experiences as a member of the North or the South. Alternatively, they can journal about being a child at that time and write to a family member serving in the army.
During the intermediate stage, teachers should provide explicit instruction in figurative language, predictions, and using text features to read (Vogt & Echevarria, 2008). Students can create a personal dictionary with a section dedicated to recording idioms found in the text and working with a partner to decipher meanings. An effective activity to help students understand idioms is the "Idiom Match Up," where they can use illustrations or simple notations to represent meanings and then play a game with a partner using index cards displaying the phrase or word on one card and the meaning on another.
English Language Learners in the Early Advanced Stage demonstrate strong communication skills and comprehension. Teachers should offer a variety of writing and speaking tasks to engage students in real-world scenarios. According to Vogt & Echevarria (2008), questioning prompts can be effective in any stage of language acquisition, including this stage where students must respond to "why" questions and summarize sequential events from text. Pairing students at this stage with those in the pre-production stage is recommended.
In the "Advanced" stage of English language proficiency, students exhibit near-native speech fluency and possess a strong understanding of information in English along with an expanded vocabulary. At this stage, students are capable of leading group discussions and can engage in activities like "Squeepers" which focuses on predicting, self-questioning, monitoring/clarifying, evaluating, and summarizing text (Vogt & Echevarria, 2008). Squeepers follows a six-step framework including survey, question, predicting, reading, respond, and summarize to facilitate deep comprehension and discussion of texts.
Assessment methods for lessons should be tailored to the current stage of students. Assessment can range from oral to written, and should reflect the ongoing lesson activities like journal writing or cloze handouts, tasks such as personal dictionaries, and projects like book summaries. Understanding the different stages of the class is crucial for effective assessment during each unit.
References
Vogt, M. & Echevarria, J. (2008) 99 Ideas and activities for teaching English Language Learners with the SIOP model. Boston: Pearson Education, Inc. Pennsylvania State Board of Education. (July 1, 2010). Standards Aligned System. In Reading Comprehension. Retrieved October 26, 2012, from http://www.pdesas.org/Standard/Views#110|786|0|0. Pennsylvania State Board of Education. (January 16, 1999). State Academic Standards. In Reading, Writing, Speaking and Listening. Retrieved October 26, 2012, from http://www.portal.state.pa.us/portal/server.pt/community/state_academic_standards/19721
Implementing SIOP Lesson Plan for Literary Arts at 5th Grade. (2016, Dec 12). Retrieved from https://studymoose.com/siop-lesson-plan-for-literary-arts-essay
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